Social Learning / Imitation

1. Social Learning / Imitation

2. Overview • Organisms learn through imitation based on the observation of others. • Occurs within a variety of organisms • Birds, Big Cats, Primates, Humans, etc. • Major theorist Bandura • Wide variety of studies examining the model

3. Overview Continued • A model stimulus is presented in an effort to evoke the imitative behavior • The imitative behavior follows immediately • The model and behavior should formal similarity • The model must serve as a controlling variable for the imitative behavior (SD)

4. Variables Influencing Imitation

5. Reinforcement • If the model is rewarded, increased probability the observer will do the behavior. • If the model is punished, increased probability the observer will not do the behavior.

6. Characteristics of the Model • Age of the model • Sex of the model • If the model is seen as strong or weak • People imitate models that appear powerful

7. More Variables • Way the model is presented • TV = Real life

8. Formal Similarity • The model and the behavior physically resemble each other • Closer the appearance, the higher the likelihood the observer will follow the model’s behavior

9. Immediacy • The temporal relation between the model and the occurrence of the imitative behavior is very important • Imitation may also occur at later times and in the context of everyday life situations • However, when this occurs in the absence of a model, it is not imitation • The discriminative features of the environment are different in this context (i.e., the model is not controlling the behavior)

10. Controlled Relation • The controlling relation between the model and the imitative behavior is paramount • Best evidenced when the model is novel and it still evokes an imitative response • After this first occurrence, the new behavior has a history of reinforcement • Becomes a discriminated operant

11. Types of Behavior Modeling • Planned models • Pre-arranged antecedent stimuli that help learners acquire new skills • Shows the learner exactly what to do • Unplanned models • Occur in everyday social interactions

12. Imitation Training • Some children with disabilities require instruction in order to learn to imitate • Objective: Teach children to “Do what the model does” • Generalize a rule to imitate models • Also known as generalized imitation

13. Steps to Imitation Training • Assess the behavior in the observer you want to change • Select potential modeling behaviors for training • Assess prerequisite skills needed by the observer • Train the model • Pretest the behavior to be modeled • Sequence modeling behaviors for training • Perform imitation training • Monitor the behavior

14. Assess the Behavior • Need to determine the frequency of the behavior to be changed • May need to identify stimuli, etc. • May do a functional analysis, etc.

15. Select Potential Modeling Behaviors for Training • Begin with selecting about 25 • Depending on the observer, may need to include gross and/or fine motor behaviors • Examples • Movement of body parts • Manipulation of physical objects • Use only one at a time (don’t sequence them--save sequences for later)

16. Assess Prerequisite Skills Needed by the Observer • What Prerequisite skills are needed by the observer? • Attending (staying seated, keeping hands in lap, looking at teacher when name is called, looking at objects when prompted by teacher) • Some problem behaviors that may interfere with training may need to be decreased before imitation training begins.

17. Train the Model • What skills are needed • Know what you want to train

18. Pretesting • Is different from the initial assessment • Purpose: To determine if individual already imitates some behaviors to be modeled • Procedures: • Get learner in “ready” position • If object to be used, please it in front of individual • Say learners name, and then “do this” • Present the model • Immediately praise all responses with formal similarity to the model • Record learner’s response as correct or incorrect

19. Sequence the Behaviors to be Modeled • Arrange from easiest to most difficult • First models for training are ones the individual imitated correctly on some, but not all, pretest items • Next: Teach ones the learner approximated but did incorrectly on pretest • Last: Teach items the learner did not perform or performed incorrectly on pretest

20. Performing Imitation Training • Pre-assessment • Training

21. Pre-assessment • Purpose: • Evaluate learner’s current performance level and determine progress in learning to respond to model • Procedure: • Brief pretest prior to each training session • Use first 3 models currently selected for training • Present them 3 times in random order • If learner performs them correctly 3 times, remove from training sequence

22. Training • Use repeated presentations of 1 of the 3 models in pre-assessment • Use model most often responded to or responded to with closest similarity during pre-assessment • Continue until learner responds correctly 5 consecutive times • Use physical guidance if necessary to prompt the response • Gradually fade prompts as quickly as possible

23. Behavior Monitoring - Post-Assessment • Purpose: Evaluate how well learner can perform previously- and recently-learned behaviors • Present 5 previously learned models and 5 models still in training • On 3 consecutive post-assessments • If child has imitated a model incorrectly on 14 of 15 trials, remove it from training • Physical guidance may be used

24. Behavior Monitoring - Probes for Imitative Behavior • Purpose: Assesses for generalized imitation • Select 5 non-trained, novel models to check for occurrence of imitation • Do at end of each training session or intermix in training sessions • Use pre-assessment procedures (no antecedent or response prompts)

25. Guidelines for Imitation Training • Keep training sessions active and short (10-15 minutes, a couple times a day) • Reinforce both prompted and imitative responses • Pair verbal praise and attention with tangible reinforcers • If progress breaks down, back up and move ahead slowly • Keep a record • Fade out verbal response prompts and physical guidance

26. Conclusions • Excellent way to train behavior • Can be used in a wide variety of settings • Can be used with a wide variety of populations • Students • Managers • Counselors • Assessment is critical • Can include a variety of additional techniques • Shaping